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Professional Development Framework for Supervisors
Implementing the GMC’s Standards for Training
Excellence in educational supervision
There are clear links between the quality of
supervision and:
• Patient safety
• Enhanced quality of care
• More rapid acquisition of trainee knowledge, skills and professional attitudes
High quality supervision becomes even more important in the face of:
• Shortened training programmes
• 48h working week
• Reduction in patient contact opportunities
Political, professional and regulatory drivers
Trends in clinical
education:
Good Medical Practice
Accountability
Professionalisation
High Quality Workforce
Pursuit of ‘excellence’
GMC Standards
Compliance
with standards
for trainers
from January
2010
London Deanery Professional Development Framework
• London Deanery developed the Professional Development
Framework in response to the GMC’s (PMETB) Generic
Standards for Training. But…
• London Deanery has an aspiration to be ‘PMETB-plus’
aiming for quality enhancement, rather than simply quality
control to a minimum threshold.
• The Framework aims to support Trusts and other providers in
meeting training requirements for supervisors and in
particular, the development of educational supervisors through
a process of portfolio-based accreditation.
Relationship to other qualifications and ‘standards’
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Higher Education Academy
Academy of Medical Educators
Royal Colleges
Other Deaneries
Medical Schools
Postgraduate certificate/diploma/MA
The London Deanery portfolio approach recognises all
forms of prior training and accreditation
The Professional Development Framework areas
Each area of activity describes a set of
minimum expectations as well as those
which, if achieved, denote excellence.
Example
Enhancing learning through assessment
Scope
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Who does this framework apply to?
- clinical and educational supervisors working within Trusts in London
- general practice and dental trainers governed by separate regulation
What do we mean by clinical and educational supervision?
Clinical supervision
Educational supervision
Safe clinical oversight of trainees during
routine activity on wards, in outpatients, in the
operating theatre or other clinical settings
Taking responsibility for overseeing the
educational progress of a named trainee over
a period of time.
Where a doctor’s educational role extends beyond supervision in the
workplace e.g. training programme director, university lecturer s/he is
encouraged to seek accreditation through the Academy of Medical Educators
or Higher Education Academy
PMETB role definitions
An educational supervisor is a trainer who is selected and
appropriately trained to be responsible for the overall supervision
and management of a specified trainee’s educational progress
during a training placement or series of placements. The educational
supervisor is responsible for the trainee’s educational agreement.
A clinical supervisor is a trainer who is selected and appropriately
trained to be responsible for overseeing a specified trainee’s clinical
work and providing constructive feedback during a training
placement. Some training schemes appoint an educational
supervisor for each placement. The roles of clinical and educational
supervisor may then be merged.
In the 2009 PMETB trainee survey 99% of (8800) London trainees
were able to identify their educational supervisor
Training requirements
• High level specification of ‘areas’
• Intended to be flexible and accommodating
• Not necessary to repeat training courses
(apart from equalities and diversity)
Who has to do what?
For educational supervisors training requirements cover all areas of the
Framework. Educational supervisors are expected to demonstrate an
ongoing commitment to their development as a medical educator through
participation in a three-yearly cycle of review.
For clinical supervisors training requirements cover selected areas (1-4)
of the Framework. Clinical supervisors are encouraged to demonstrate an
ongoing commitment to their development as a medical educator through
participation in a three-yearly cycle of review although this is not currently
a mandatory requirement.
PLUS
All trainees in London programmes will be required to have undertaken
training in areas sufficient to equip to be an effective clinical supervisor
(areas 1-4) below by the time they complete their specialty training.
Requirements on local education providers
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The outcomes of local processes are expected to be as follows:
A database of all
supervisors and their training
is established and
maintained at the Trust or
local education provider
A system of portfolio-based
accreditation of
educational supervisors is
implemented using the
Professional Development
Framework
Formal educational
appraisals are conducted
with all educational
supervisors three-yearly
The process must be
developmental and linked to
the results of the PMETB
trainee survey
All new educational
supervisors must submit a
portfolio to the DME (or
nominated deputy) before
taking on their role
The outcome of each review
will be a formal statement of
approval from the DME, and
a recommendation to inform
job planning
Existing supervisors may
be permitted initial approval
for up to 3 years on the basis
of past experience, so
spreading the appraisal load
evenly
Trusts should provide an
ongoing programme of
faculty development to
meet identified needs
Trusts must demonstrate
that an effective processes
are in place as part of the
Deanery quality
management requirements
The portfolio: guidance for supervisors
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The portfolio should demonstrate a professional, informed and coherent approach
to the educational supervision of trainees. The documentation has been kept as
brief as possible and aims primarily to support a developmental discussion.
It contains the following sections:
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Personal details
Educational roles and activities
Prior accreditation or experience
Training courses undertaken
Evidence of good practice
Personal development plan
Sign off
For convenience, the portfolio is available in hard copy, a pdf download or a
simple Word version. The portfolio and all supporting documentation including
FAQs, is available at www.faculty.londondeanery.ac.uk
The ‘regulatory’ bottom line
By January 2010, within each provider, there should be:
• A populated database of all supervisors and their training
• A rolling programme of faculty development
• An accreditation process for educational supervisors
Summary
• The London Deanery Professional Development Framework derives
from the GMC’s Generic Standards for Training, but has the broader
aim of quality enhancement
• The Framework aims to support Trusts and other providers in the
provision or assurance of training for postgraduate medical
supervisors
• The Framework also provides a basis for development of educational
supervisors through a process of portfolio-based accreditation.